This page contains peer-reviewed model lessons, including in-class, homework and lab exercises, that instructors may download and modify for their own classes under a Creative Commons (Attribution, Non-commercial, Share-Alike) license. For each model exercise, we also have instructor support materials with background information about the lesson, exercise variations and answer keys that are available for registered instructors. We have included a few examples of the instructor support materials (though with the answer key redacted). To find out how instructors can receive these supplemental materials for the other exercises, please contact <pennock5@msu.edu>.
Avida-ED 3 Tutorial to get started.
Check out the Avida-ED Walk-through with Cory Kohn and Louise Mead.
Avida-ED lab book
Wendy Johnson, Cory Kohn, Amy Lark, Louise Mead, Robert T. Pennock, Jim Smith, Michael Wiser
Wondering where to begin? The Avida-ED lab book includes a sequence of three model exercises that have been used together in several courses. They work to introduce students to the mechanics of the software while also teaching some of the evolutionary concepts that many instructors want to include as core learning goals. The lab book also includes a background article about digital evolution, the Avida-ED quick-start user manual, and several additional model exercises.
– Avida-ED lab book – 2019 version
- Introduction
- Exercise 1 – The Introduction of Genetic Variation by Random Mutation
- Exercise 2 – Exploring Random Mutation and Selection
- Exercise 3 – Exploring Fitness and Population Change under Selection
- Exercise 4 – Exploring Population Change without Selection
- Independent Research – An Experimental Evolution Project
- Discover: Testing Darwin
- Quick Start User Manual
MODEL LESSONS
PLEASE NOTE: These exercises were designed for use with the Avida-ED 1.0 and 2.0 application. They have not yet been updated for the new Avida-ED 3.0 web application. They can still be used in Avida-ED 3.0, but screenshots and some interface descriptions will differ slightly (e.g. metabolic rate has been retitled ‘energy acquisition rate’). When we have completed updates, they will be posted here and these earlier versions will be placed in an archive.
The page also includes a section listing some of our publications that specifically deal with curriculum.
• Understanding the Introduction of Genetic Variations by Random Mutation
Robert T. Pennock & Amy Lark
This lesson focuses on mutations as a source of genetic variability and what it means to say that mutations occur randomly at some rate. Students will make predictions about and observe the effects of random mutations on the genomes of Avidians
– Student handout
– Instructor support material (answer key redacted)
• From Genotype to Phenotype: Understanding the Introduction of Phenotypic Variations
Robert T. Pennock
Phenotype refers to observable traits of individuals that arise from the causal interaction of their genotype with the environment. In this exercise, students will investigate some simple relationships between genotype and phenotype and observe how changes in the genomes of Avidians lead to changes in their functional traits.
– Student handout
– Instructor support material
• Exploring the Effects of Mutation Rate on Individuals
Amy Lark
This exercise is based on a 2012 study that examined butterflies in the vicinity of the damaged Fukushima nuclear power plant that were exposed to leaked radiation. Students test the study’s conclusion that increased mutation rate likely caused the adverse biological effects. An article on this model lesson was published in American Biology Teacher.
– Student handout
– Organism file: @allfunctions
– Instructor support material (answer key redacted)
• Exploring the Effects of Mutation Rate on Populations
James Smith & Amy Lark
Two important characteristics that we can use to describe a population are the average fitness1 of the individuals that make up that population and the population size. In this exercise you will determine whether these characteristics are affected by mutation rate and, if so, in what ways.
– Student handout
– Instructor support material (answer key redacted)
• Artificial Selection: Evolution in Practice
Rett Weber, Wendy Johnson & Amy Lark
Students are presented with a hypothetical scenario in which they use the mechanism of artificial selection to evolve an organism with a particular trait.
– Student handout
– Instructor support material
• Exploring Selection and Fitness
Amy Lark & Robert T. Pennock
In this exercise students will perform a series of experiments in order to determine the relationships between variation, selection, and fitness. Drawing from patterns in data they collect, students will then develop a hypothesis regarding how bacteria evolve resistance to antibiotics.
– Student handout
– Instructor support material
• Experimental Evolution Project with Evolving Digital Organisms
Robert T. Pennock & Amy Lark
This is an assignment for an open-ended major project. Students will propose an evolutionary hypothesis that can be tested with Avida-ED, design and conduct an experiment, analyze their data, and write up a research report.
– Student handout
– Instructor support material
• MORE COMING SOON
PUBLICATIONS about Avida-ED Curricula
James J Smith; Wendy R Johnson; Amy M Lark; Louise S Mead; Michael J Wiser, Robert T. Pennock “An Avida-ED digital evolution curriculum for undergraduate biology“ Evolution: Education and Outreach (2016, 9(1), 1-11; DOI 10.1186/s12052-016-0060-0)
Amy Lark, Gail Richmond, Robert T. Pennock. “Modeling Evolution in the Classroom: The Case of the Fukushima Butterflies.” American Biology Teacher (2014, 76(7):450-454)
Elena B. Speth, Tammy Long, Robert T. Pennock and Diane Ebert-May. “Using Avida-ED for teaching and learning about evolution in undergraduate introductory biology courses.” Evolution Education & Outreach. (Vol. 2, No. 3, pp. 415-428, 2009)
Cory Kohn, Robert T. Pennock, Jim Smith, Michael J Wiser, and Louise S Mead. “A Digital Technology-based Introductory Biology Course Designed for Engineering and Other Non-life Science STEM Majors” Computer Applications in Engineering Education. (2018; DOI: 10.1002/cae.21986)
Amy M Lark; Gail Richmond; Louise S Mead; James J Smith; Robert T. Pennock. “Exploring the relationship between experiences with digital evolution and students’ scientific understanding and acceptance of evolution.” American Biology Teacher (2018, 80(2):74-86; DOI 10.1525/abt.2018.80.2.74)
Wendy R. Johnson & Amy Lark “Evolution in Action in the Classroom: Engaging Students in Science Practices to Investigate and Explain Evolution by Natural Selection.” American Biology Teacher (2018, 80(2):92-99)
© Robert T. Pennock
